Career Alternatives for Physical Anthropologists

1991 ◽  
Vol 13 (4) ◽  
pp. 27-30
Author(s):  
Curtis Wienker
Keyword(s):  
Graduate Students ◽  
Faculty Member ◽  
Graduate Program ◽  
Physical Anthropology ◽  
Colleges And Universities ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
University Faculty ◽  
Job Openings ◽  
College Or University

The career to which most physical anthropology graduate students have aspired historically is that of college or university faculty member in an anthropology department with a graduate program. Through the early 1970s, such a career was not an unrealistic aspiration. However, an important employment threshold was exceeded in 1975; the production of Ph.D. physical anthropologists by U.S. colleges and universities exceeded the number of new Ph.D. physical anthropologists hired as faculty members by these departments. That trend continued into the 1980s, with one-third again as many doctoral degrees being granted in the field as there were job openings in U.S. anthropology departments.

Selected Personnel Policies for Faculty Members: An Empirical Analysis

1986 ◽  
Vol 15 (3) ◽  
pp. 345-350 ◽  
Author(s):  
John R. Tanner
Keyword(s):  
Performance Appraisal ◽  
Empirical Analysis ◽  
Colleges And Universities ◽  
Faculty Members ◽  
University Faculty ◽  
Job Evaluation ◽  
Evaluation Systems ◽  
Policies And Procedures ◽  
Personnel Policies ◽  
Made In

There are few who would disagree with the fact that sound personnel policies are important to any organization. This would include personnel policies and procedures for university faculty members as well as members of other organizations. This study was designed to analyze any change which had occurred in faculty personnel policies in selected southeastern and midwestern universities from 1972–73. Significant improvements were made in the areas of performance appraisal procedures, promotion systems, the use of position descriptions, and job evaluation systems. This is an encouraging trend in colleges and universities, and one that will hopefully continue to improve.

ASSESSING THE QUALITY OF STUDENTS' RATINGS OF FACULTY MEMBERS AT MU'TAH UNIVERSITY

2005 ◽  
Vol 33 (2) ◽  
pp. 183-188 ◽  
Author(s):  
Abdalla Alsmadi
Keyword(s):  
Academic Performance ◽  
Graduate Students ◽  
Faculty Member ◽  
Faculty Members ◽  
Interrater Agreement ◽  
Reliable Source ◽  
Mu'tah University ◽  
Source Of Information

Students are not used as raters to evaluate or judge faculty members' academic performance in some universities because of the lack of trust. This study examined the extent to which students can give consistent and reliable ratings. Nineteen graduate students were asked to give ratings to the academic performance of a faculty member on two occasions with two weeks in between. Results showed evidence of interrater agreement and rater consistency. With appropriate training, students can be a reliable source of information about faculty members' academic performance.

Graduate Students’ Experiences: Developing Self-efficacy

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Francine Laurencelle ◽  
Judith Scanlan
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Nurse Educators ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Graduate Faculty ◽  
Structured Interviews ◽  
Nursing Graduate ◽  
Canadian City

AbstractThe nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura’s self-efficacy theory. The population for this study included 15 nurse educators with a master’s or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members’ experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Sexual Intimacy between University Faculty and Students: Educational Issues and Interventions

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Virginia Lee Stamler ◽  
Diana Pace ◽  
Gerald L. Stone
Keyword(s):  
Sexual Harassment ◽  
Faculty Member ◽  
Educational Intervention ◽  
Academic Community ◽  
Sexual Relationships ◽  
Faculty Members ◽  
University Faculty ◽  
Sexual Intimacy ◽  
Intervention Model ◽  
Educational Issues

Sexual relationships between faculty members and students, a form of sexual harassment, can be damaging to the student, the faculty member, and the academic community. Considerations of issues of power, entitlement, and responsibility are essential to understanding and change. This article examines the issues and dynamics involved and describes a comprehensive educational intervention model that has been developed for each of the constituent groups.

scholarly journals Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Gregory P. Trudeau ◽  
Kathleen J. Barnes
Keyword(s):  
Faculty Member ◽  
Student Evaluation ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Classroom Performance ◽  
New Faculty ◽  
Faculty Teaching ◽  
Area Of Concern ◽  
Teaching Dimension ◽  
Student Evaluation Of Faculty

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees. Yet, the first few years can be overwhelming adapting to the plethora of academic life demands. One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations. Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations who most closely affect the daily life of the new faculty member. Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members classroom performance. The faculty members surveyed concurred with the student ranking that the instructor increasing the students interest in the subject matter was the second least important teaching dimension depicting a faculty members classroom performance. This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members classroom performance.

A Diagnostic Model of Teaching Improvement

1974 ◽  
Vol 3 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Michael A. Melnik ◽  
Daniel S. Sheehan
Keyword(s):  
Educational Technology ◽  
Human Resources ◽  
Faculty Member ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Diagnostic Model ◽  
University Faculty ◽  
Teaching Skills ◽  
Teaching Improvement

In this paper we have outlined a model for instructional improvement which stresses working directly with university faculty members on their teaching skills. Integral to the workings of the model is the constructive combination of educational technology and human resources. An example of how the model is implemented with a faculty member illustrates its feasibility.

Of Promise and Peril: Doctoral Study in Public Administration in the 21st Century

Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
John R Phillips
Keyword(s):  
Faculty Member ◽  
Public Administration ◽  
Doctoral Students ◽  
21St Century ◽  
Colleges And Universities ◽  
First Century ◽  
The Other ◽  
Extensive Experience ◽  
Doctoral Study ◽  
Recent Graduate

The author, a recent graduate of the Doctor in Public Administration program, shares his thoughts about what it means to study public administration in the twenty-first century. He hopes his insights, born out of more than a forty year-long career in the field—decades of work in colleges and universities as a faculty member, dean, provost, vicepresident, and acting president, as well as his extensive experience in teaching public administration at the graduate and undergraduate levels—will help doctoral students in their academic pursuits. More specifically, he hopes that his remarks will make Ph.D. students think more deeply about the promise of their endeavors and, on the other hand, give them advance warning about perils of the process and ways to avoid them.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

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